Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education

ABSTRACT

This study investigates the interconnectivity between art and ecology within a Forest School model. The success of outdoor programming, like Forest Schools, suggests that other outdoor curriculum art-based environmental education could provide valuable learning experiences. Within this article, the author dispels myths surrounding a romanticized connection between children, nature and artmaking. The findings revealed that the symbiotic relationship between art and ecology within the Forest School model empowered the children in three distinct ways: (1) they became scientists/artists, (2) they made discoveries through collaborative efforts and (3) they infused art and science as they shared sketches and explored their environment.

KEYWORDS:

• Art-based environmental education
• Forest Schools
• play-based
• child-centered
• nature
• early childhood
• outdoor learning

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the Arts Etc..

Notes on contributors

Tracey Hunter-Doniger

Dr Tracey Hunter-Doniger is an Associate Professor in Teacher Education at the College of Charleston, in the United States. specializing in Visual and Performing Arts and Creativity. She began her career in education as a visual arts teacher in elementary and secondary schools for 15 years. Currently she is the Interim Elementary Program Director for the School of Education and the director of two summer STEAM focusing on arts integration and environmental issues. Tracey has presented her research in STEAM and arts infusion at local, regional and national conventions and published a book designed to help non-arts educators infuse the arts through STEAM.